Keeping the History of Chicano-Latin Culture Alive

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Keeping the History of Chicano-Latin Culture Alive

Imagine growing up only having your parents to inform you of your culture. Unfortunately, some Hispanic students in Arizona are going to be in that situation because Chicano-Latin study classes are going to be taken away. These classes are offered to inform other ethnicities about the Chicano-Latin culture. “Chicano” describes a person who is born in America but whose parents were born in Mexico. On the other hand, “Latin” can be described as someone’s culture identity whose family heritage originates in Latin America. Chicano-Latin study classes have been offered to al high school students as a way to further their education. Sadly, the Arizona high school students have been prevented from having the opportunity to take the Chicano-Latin study classes because members of the school district are opposed to them they those classes are teaching students to go against America’s government and that they are teaching the wrong morals and values of the American life style. Chicano-Latin study classes should not be banned since those classes promote cultural diversity and provide more in-depth information about ethnic studies aside to this they not only enhance their understanding of the history but is also improving the students’ grades as an individual and as a group. Hispanic students have been granted the opportunity to take Chicano-Latin study classes to learn more in-depth about their culture than just firsthand information from their parents. For instance, students taking Chicano-Latin classes would be informed about exact dates and locations of historical events that their parents would not know. In john Fernandez’s article “Why Do We Need Ethnic Studies?” he claims, “Chicano studies is important because it’s the study of the experience of the Mexicano People; specifically, it addresses the special, political, cultural and economic conditions of the Chicano/Mexicano people.” (par 4) With these classes in high...
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